Instructional Coaching With the End in Mind

Instructional Coaching With the End in Mind: Using Backwards Planning to Increase Student Achievement: 

Instructional Coaching With the End in Mind: Using Backwards Planning to Increase Student Achievement

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Stephen G. Barkley Executive Vice President Performance Learning Systems sbarkley@plsweb.com www.plsweb.com blogs.plsweb.com twitter.com/stevebarkley

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3 What is the definition of student achievement that drives your work? Student Achievement

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4 Tough Choices or Tough Times Those countries that produce the most important new products……………………….depend on a deep vein of creativity that is constantly renewing itself, and on a myriad of people who can imagine how people can use things that have never been available before, create ingenious marketing and sales campaigns, write books, build furniture, make movies and imagine…………..

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TOUGH CHOICES OR TOUGH TIMES …comfort with ideas and abstractions is the passport to the good life, in which high levels of education—a very different kind of education than most of us have had– are going to be the only security there is.

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6 STUDENT ACHIEVEMENT GOALS ACADEMICS- knowledge and skills to be successful in school and life. LIFE SKILLS-aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. RESPONSIBILITY TO THE COMMUNITY- attributes that contribute to an effective and productive community and the common good of all.

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7 Student Changes What student behaviors, choices, effort, and performance are precursors to the student achievement that you seek?

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8 Teacher Changes What teacher behaviors are most likely to generate the desired student behaviors?

Teacher Behaviors: 

Teacher Behaviors Teach it! Model it

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10 Staff Relationships What staff relationships are needed to support the teaching/learning that will support your desired student achievement?

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11 Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

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Instructional Coaching EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

Instructional Coaching: Differentiating Teacher Support: 

Instructional Coaching: Differentiating Teacher Support Steve Barkley

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Instructional Coaching EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

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17 Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable students behaviors. Describe in detail the observable teacher behaviors.

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18 Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable students behaviors. Describe in detail the observable teacher behaviors.

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19 Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed

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20 Evaluation/Appraisal Select one skill set that you believe is most important. ________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

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21 Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching page 41

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22 Learning Dip page 44

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23 What’s needed? Who provides it? EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice

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page 88

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LISTENING TEST page 92 You believe that . . . . . . . . . . . My focus is . . . . . . . . . . . . . . . I should notice . . . . . . . . . . . . .

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Observation Form

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Approval page 131 H.I.P . Personalize Cite the Specifics

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Observation Form

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How Administrators Support Peer Coaching Technical Coaching Staff Development Collegial Coaching Relationships Challenge Coaching Solutions & Opportunities Robert J. Garmston (1987)

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